Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

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Start date: 2020Subject: search.filters.subject.educational process

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    Psycho-pedagogical factors and principles for stress management situations in the educational process [Articol]
    (CEP USM, 2025) Ilisie, Maria-Gabriela
    The article presents the psycho-pedagogical factors and principles of managing the professional stress of teachers in the educational process. The analysis of specialized literature demonstrates that there are stressful factors that influence the professional activity of teachers. In the given context, there are several types of stress: the stress produced by the education process, the stress from the parent’s attitude, the stress from the class of students. The normative framework of professional stress management is based on psycho-pedagogical principles, especially the principles of practical pedagogy, which foresee certain actions undertaken in the relationship between the teacher and the actors involved in the educational process.
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    CULTIVAREA DEPRINDERILOR DE GÂNDIRE CRITICĂ
    (CEP USM, 2022) Gorea, Alexandra
    Cultivarea deprinderilor de gândire critică presupune învăţarea de către elevi a unor exerciţii de apreciere a ideilor şi a le examina implicaţiile, cu o doză de scepticism respectuos. Însă, ceea ce se întâmplă în procesul educaţional, în majoritatea cazurilor, este că dascălii sunt în mare măsură preocupaţi de volumul materialului predat şi mai puţin de calitatea şi importanţa lui pentru elevi. Condiţii pentru învățarea gândirii critice:  implicarea activă prin confruntare de idei, cooperare şi colaborare pentru găsirea soluţiilor adecvate;  încurajarea elevilor să gândească independent, să speculeze, să reflecteze;  convingerea elevilor că nu vor fi ridiculizaţi pentru opiniile exprimate;  acceptarea diversităţii de opinii şi idei;  încrederea în capacitatea fiecăruia de a gândi în mod critic;  aprecierea pozitivă a gândirii critice. Strategii didactice care promovează dezvoltarea gândirii critice. Elevul: exprimă puncte de vedere proprii, realizează schimb de idei cu ceilalţi, argumentează, pune întrebări pentru a înţelege lucrurile, cooperează in realizarea sarcinilor. Profesorul: organizează şi dirijează învăţarea, facilitează şi moderează activitatea, ajută elevii să înţeleagă, acceptă şi stimulează exprimarea unor puncte de vedere diferite, este partener în învăţare. Modul de învățare: - prin apel la experienţa proprie, euristic - promovează învăţarea prin colaborare - accent pe dezvoltarea gândirii prin confruntarea cu alţii. Utilizarea metodelor ca: metoda Bulgăre de zăpadă, metoda Titluri, metoda Roata, Brainstorming, învăţarea prin cooperare, comunicarea şi gândirea de ordin superior dezvoltă la elevi capacitatea de a explica lucrurile şi oamenii care îi înconjoară; capacitatea de a deduce, de autoreglementare şi de evaluare a proceselor din societatea în care locuiesc alături de semenii lor, analiza propriu-zisă.
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    EXERCITAREA ACTULUI EDUCATIV ÎN SISTEM UNIVERSITAR
    (Print-Caro, 2023-03-15) Stati, Uliana
    Human relations always take place in an organized social environment - in a family, in a group, in a community, in a military group, in a society that has developed techniques, categories, rules, norms and values relevant to foster human interactions. Therefore, understanding the psychological facts that occur within human interactions, requires understanding the connection between these facts and the social context in which they occur. From the perspective of sociology, the education process takes place in an organized social framework, through largely interpersonal processes. This means that none of those who are part of the network of interpersonal relationships that form the educational complex can be considered as a passive, inert object. Thus, the way the student reacts in the classroom will be determined by factors such as: the concordance of the goals with those of the teacher and with the reactions that he thinks others (teachers, parents, etc.) will have towards his behavior. The conceptions and behavior of students and the teaching staff are affected by a number of factors: the types of behavior specific to the informal groups to which they belong, the social structure of the collective and the atmosphere created in the classroom, by applying various methods and styles of school management; the intemal organizational environment of the school, the extracurricular influences coming from the family environment, the community and society in general.
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    EVALUAREA ELEVILOR CU CERINŢE EDUCAŢIONALE SPECIALE
    (CEP USM, 2021) Toma, Mihaela
    In this article will be addressed methods specify of evaluation in the instructionaltherapeuticeducational and recovery process of children with special educational needs, explained both theoretically and through examples of good practice from the didactic experience. The application of evaluation, methods in the education of children with special educational needs are performed taking into account the particularities of each student, related to the type and degree of deficiency, highlighting the discrepancy between mental and chronological age, as well as the potential that everyone has and its valorification in the teaching-learning-evaluation triad, by individualizing the educational process, flexibility and permanent adaptation to children’s needs. Also, aspects related to the traditional evaluation process will be identified in order to compare it with that of the virtual learning environment.
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    EDUCAŢIE. EDUCAŢIA FORMALĂ, NONFORMALĂ ŞI INFORMALĂ: DELIMITĂRI ŞI PUNCTE DE TANGENŢĂ
    (Institutul de Ştiinţe ale Educaţiei, 2020) Guțu, Vladimir
    This article addresses the problem of general forms of education, with the focus being on non-formal education. It is important that non-formal education is analyzed as a component part of the educational system, on the one hand, and as a component part of the education sciences, on the other hand. The comparative analysis of formal, non-formal and informal education opens up new perspectives for exploiting their efϔiciency in the context of lifelong education.